Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Ihata, Anne C.; Ihata, Takaaki

doi:10.20319/pijss.2017.33.694711

Cited by 2 publications

(2 citation statements)

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“…Aside from having an adequate foundation of reading skill, students also need to have "(a) automaticity, (b) higher-level language comprehension processes, (c) background knowledge and schema construction, (d) knowledge of text structures, and the capacity of different memory structures to support general reading comprehension" (Basaraba, Yovanoff, Alonzo, & Tindal, 2013). In addition, the comprehension can also be influenced by several outside factor such as lexical features (Barrot, 2013), syntactic construct (Brimo, Lund, & Sapp, 2018;Grabe, 2009), text readability (Madhumathi & Ghosh, 2016), phonological awareness and vocabulary knowledge (Ihata & Ihata, 2017), and many more.…”

Section: Background Of the Researchmentioning

confidence: 99%

Students’ Reading Comprehension Skill: The Roles of Text Readability and Question Difficulty

Dirgantari

Susantiningdyah

2020

pijss

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This research is trying to investigate whether students' difficulties in comprehending high-order questions are related to the readability of the reading text and the difficulty of the questions. The subjects in this research are freshmen in Institut Teknologi Kalimantan. Using random sampling, students with different levels of reading skills are chosen. This research asked students to answer reading comprehension tests, consisting of questions ranging from literal to evaluative questions, with reading texts ranging from easy to difficult. The result shows that in almost all levels of reading texts, inferential and evaluative reading questions are considered as the most difficult, as shown by the few numbers of correct answers. The level of text readability also influences students' comprehension with the 'easy' text has the most correct answers and the 'difficult' text the least. It can be seen that students need to be introduced to a variety of texts and to be taught to answer questions with different levels of difficulty.

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Section: Background Of the Researchmentioning

confidence: 99%

Students’ Reading Comprehension Skill: The Roles of Text Readability and Question Difficulty

Dirgantari

Susantiningdyah

2020

pijss

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“…It is reading online that acts as a basic structural part of e-learning and provides the perception of most of the educational material. What is more, reading is believed to contribute to the development of communication abilities (Cho & Krashen, 2019;Grabe & Stoller, 2019;Hedgcock & Ferris, 2018;A. Ihata & T. Ihata, 2017;Ulker, 2019).…”

Section: Introductionmentioning

confidence: 99%

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

Ivanova¹,

Иванов²

2021

INT J INSTRUCTION

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The present article addressed the issue of university teachers' working experience in the field of class-oriented online teaching English in higher educational institutions. The central aim of this study was a detailed description of the system for assessing reading skills utilized in English proficiency tests (CAE (C1), TOEFL, IELTS), as well as a comprehensive analysis of testing results. As a part of a thorough investigation, the article detailed three major reading modes and tasks most commonly used in such tests (scan-reading, skim-reading, and in-depth reading). Besides, in order to obtain reliable conclusions about the reasonability of the test tasks, the study took into account the tests' duration, the number and types of tasks, as well as the length of reading passages proposed. The research population comprised 622 second-year students from all faculties of the

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Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Abstract: This study was designed to examine the relative contributions to EFL learners '

Cited by 2 publications

References 14 publications

Students’ Reading Comprehension Skill: The Roles of Text Readability and Question Difficulty

Students’ Reading Comprehension Skill: The Roles of Text Readability and Question Difficulty

Online Reading Skills as an Object of Testing in International English Exams (IELTS, TOEFL, CAE)

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